Academic Advising

What is the program’s mission statement or statement of purpose? Why does the program exist?

The Academic Advising Center exists to assist students with course selection, career goals and major selection. We service all new freshmen until they have achieved at least 15 credits, undecided students and students who have not met the criteria to be admitted into their major department. The Center also serves as a resource to offices and departments, especially in the area of general education classes. The Center cultivates opportunities for expanded communication, dissemination of information and clarification of policy and procedure changes for both students and faculty. We are often called upon to assist in advising students from other departments because of the wide range of general knowledge we have about academic policy and the university's majors and minors. We also offer training to academic advisors on how to fill out the Satisfactory Academic Progress (SAP) Financial Aid Appeal's Form.

How does the program mission align with the university mission?

The university mission statement sets standards and expectations. One of the university's missions is Excellence. The Academic Advising Center is a resource to assist advisors and departments understand the policies and procedures of the university in order to advise students using the Appreciative Advising model. Our goal is to prepare students so that they will be retained. Helping advisors to use Mentoring as Advising is a key way that departmental advisors help retain students in their departments and in the univeristy.

Whom does the program serve?

The program serves all freshmen until they have 15 credits, undecided students and students who have not met the requirements to be admitted to their program. The program also serves departmental academic advisors. We help them to be better advisors by showing them that mentoring is a way to advise. 

What are the services provided? How do these services align with the university mission and program mission?

The Academic Advising Center provides training for new and seasoned advisors on Appreciative Advising especially for first year students, general education, university policies and prcedures and  mentoring as a means of advising. In addition we provide training  on  Satisfactory Academic Policy procedures for advisors whose students are appealing for their financial aid. This is a way of helping advisors help their students continue their "Accessibiltiy to an EIU Education" and improve the  "Personal Relationship" between the advisor and the student.

Describe the program’s origins (e.g. year established, purpose, expectations).

The Academic Advising Center was established over 50 years ago as the  Academic Advising and Learning Assistance Center. There were nine academic advisors, each with an eleven month contract. The advisors were resonsible for counseling students in the areas of curricula, career opportunities and academic development. The advisors were expected to be well informed of the university's academic curriculum, regulations, policies and procedures.

How has the unit changed or adapted over time?

The Academic Assistance Center was renamed the Academic Advising Center in the calendar year 2000/2001. Seven of the nine advisors workplan changed from a 12 month month to an eleven month contract. The Center developed a vision and mission statement in line with the university's mission and goals. We explain to students that advisement is a partnership between the advisor and student. Students understand that they are also responsible for their education. Advisors do more motivational/developmental advising than before. Students are less independent and require more information and guidance from the advisor. There is also more parental involvement.

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

In conjunction with the Campus Advisory Network, the Academic Advising Center facilitates an informational session each semester (Advisor Coffee). We share information with the advising community and encourage the attendees to share information from their departments and to get to know each other. We post information more frequently on Advise-1 so that the advising community is updated in a timely manner. The AAC also has a voting member on CAA so that we can give feedback and input to the courses and academic policies being discussed. This allows us to be an advocate for our students. This is relevant to the university's mission of Excellence, Personal Relationships and Commitment to Service.

Provide data, if available, on the numbers of students, faculty, staff, or others served by the program during the past four years. If no data are available, please estimate the numbers served annually.

In person student contacts which includes multiple visits from the same student-(freshmen. transfer, undeclared, international, returning students) - 2010-2011-6965;  2011-2012- 5506; 2012-2013-4271

Advise students who could not attend orientation through Elluminate online advisement) -2010-2011-12; 2011-2012- 20; 2012-2013- 23

Assisted Guest students-2010-2011-34;2011-2012-41; 2012-2013-28 (not enough summer 6 summer classes)

Advised through Elluminate-2010-2011-12;2011-2012-20;2012-2013-23

Assisted students assigned to other departments- 2010-2011-numbers not kept for this calendar year;2011-2012-numbers not kept for this calendar year; 2012 to 2013 -113

Does the program offer any co-curricular opportunities for students (e.g., internships, RSO support, service-learning activities)? Please describe.

We provide  one unpaid internship every spring based on the student's request and interest in academic advising.This is usually a graduate student. Students are given a project that will help them to understand the responsibilities of the advisors and the Academic Advising Center. The student sits with each advisor during an advisor appointment. The intern is allowed to advise the student in the presence of the advisor and the permission of the advisee. We also provide job shadowing upon request throughout the academic year. The AAC website allows advisors to sign up for training in a specific area, based on their need.  We feel that  this is the best way to better address an individual advisors training needs.

Does the program contribute to the delivery of academic programs (e.g., providing professional expertise, serving as adjunct faculty)? Please describe.

We provide training in general education, Satisfactory Academic Progress procedures, appreciative advising  and academic processes and information for the advising community. 

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

Freshmen are usually not emotionally ready to transition into college. Some are not academically ready. The Academic Advising Center helps students through these transitions so that they can be mentored by their departmental advisor. It would be more advantageous for students if they remained in the AAC until they reached at least a 2.0 GPA and 30 credits. This would be especially helpful for at risk students (Low HS GPA or ACT scores). These students would have a higher overall score level than the Gateway students.  

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

We abide by FERPA The Family Eductional Rights and Privacy Act of 1974. The director has become the official trainor for advisors needing assistance in filling out the SAP (Satisfactory Academic  Progress) form requirements for their students. This is a Federal Mandate for students not in compliance and  are losing their financial aid and need to appeal. 

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

No

What are the most important outreach or public service activities supported by the program?

Big Brothers Big Sisters

Teach Junior Achievement

Prepared and presented presentations for various Coles County High Schools' Career Days

Participate in the Admissions' Charleston information sessions for prospective students

Present to prosepective students in the Admissions' Access Granted Program

Teach University Foundation classes

How do the local community and the region benefit from the program?

Community Service is required for the Foundations' class. Students volunteer to help programs and agencies in the community. This includes Big Brothers Big Sisters, volunteering at habitats for humanity, the pet shelter, food pantry, tutoring at the highschool, assisting at blood donor drives. In addition, as a unit we help BBBS  by adopting a family at the holidays and Bowling for Kids as a fundraiser. We also eat at local restaurants contributing a percentage of the bill to BBBS and to The St. Vincent DePaul Society, when it is advertised.  

Advisors participated in Relay for Life

Presentations to prospective students help those students to see the benefits of an Eastern education.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

What are the two or three more important measureable outcomes tracked to assess program quality? Does the program conduct an outcomes assessment, and if so, what has been the impact?

Advisor provided accurate and reliable information- Agree to StronglyAgree-2012-2013-87.2%

Advisor considered personal abilities, talents and interests when advising- Agree to Strongly Agree-2012-2013-85.9%

Advisor helped to have a better understanding of university policies and procedures- Agree to Strongly Agree- 2012-2013- 83.1% 

Advisor helped to make important decisions about education-Agree to Strongly Agree- 2012-2013- 85.3%

What are the two or three most effective best practices that the program has implemented? What benefits have been gained from implementing these best practices?

We outreach to students on academic warning and probation. The director answers questions from prospective students and parents, usually forwarded to her from admissions. The advisors present academic information to students and parents at orientation.

We increased the time to advise transfer students from 30 minutes to 45 minutes. This allowed us more time to do developmental advising and career assistance.

We created an online advising form to assist academic advisors. After the advisement, the form is sent to the student via EIU email. Another advisor helping the student can pull down the form and see what the previous advisor advised and suggested. 

In every case the lines of communication have increased and improved between advisors, parents and students. Information is available so that advisors can discuss student issues as students move from the AAC to the department. Parents understand what information the advisor is communicating to their son or daughter.

What external recognitions (e.g., awards, accommodations, professional certifications, references in trade publications) have the program and its staff received in the past three years?

One of the advisors is working on his Ph.D Higher ED/ Administration and has presented at NACADA and ILACADA. He received a scholarship from the Department of Educational Administration and Foundations at ISU to help with his studies. At several presentations, he was joined by EIU advisors or advisors from another university. He was also elected President of ILACADA.

An advisor was named as one of the 20 Under 40 individuals honored by the Journal Gazettte-Times as volunteering in the community.

An advisor received the "Eula Anderson Interntional Friendship Award from the International Students' Department

A  Staff member completed the Leadership Program for Coles County

The Academic Advising Center received the Friends of Honors Award for providing service and advisement to Honors'students

An advisor was elected Chairperson for the BBBS Marketing Committee and the following year elected President of BBBS

An advisor was asked to be a part of the North Central Association Accreditation Self-Study subcommitee 

Is the program active with any regional, national, or international professional organizations?

NACADA Memberships (National)

ILACADA Membership (Regional)

Note any presentations, publications, or offices held in the last three years.

An advisor is President of ILACADA

An advisor was President  of the Mid-Illinois Big Brothers Big Sisters

The Director of the AAC is the Chairperson of the Campus Advising Network (CAN)

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Any organization that advisors are involved with helps promote the positive image of Eastern and is in line with the President's mission and goals.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

None

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

We do not receive donor gifts, scholarships  or funding.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

None directly

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

Any relationships that we develop with other universities or community colleges are through conferences or information that is shared with our counterparts at those institutions.

Provide an executive summary of and link to any metrics or benchmarks that the program tracks to measure productivity.

We request evaluations from students that are ready to be sent to the depatment. Below are the key questions that measure the unit's productivity.  The percentages are the number of students who highly agreed and agreed with the statement. 

• Question 3, “My advisor provided accurate and reliable information.” (87.2%)
• Question 4, “My advisor considered my personal abilities, talents and interests when advising me about courses or programs of study.” (85.9%)
• Question 5, “My advisor helped me to have a better understanding of the university policies and procedures.” (83.1%)
• Question 6, “My advisor helped me to make important decisions about my education (selecting courses, exploring majors/minors, repeating courses, etc.).” (85.3%)
• Question 7, “My advisor helped me find the answer to my questions.” (87.2%)

Over 60% (61.1%) of the students saw their adivors four to ten times over their mandated advisor appointments. Advisors were often available over their assigned work hours and days to accomodate them.

Over ninety-two percent (92.7) of students visitng the AAC felt they were greeted properly

Over  eighty-two percent (82.4) of students who called felt that there calls were answered professionally

Over  ninety-two percent  (92.7) of students who either called or visited the office felt thay they were directed to the  appropriate offices 

What initiatives has the program implemented to enhance staff productivity (e.g., access to training, workflow improvements)? Briefly describe the costs and benefits of these initiatives.

We initiated the on-line advising work sheet that has allowed us to spend more time speaking with the student. This was developed in-house so no direct cost was incurred.

The advisors attend webinars and conferences to help increase their knowledge about careers and strategies to help students succeed. Most webinars are free. Regional Conferences include carpooling all advisors in one van and the cost of the conference. The budget barely allows for two advisors each year to attend a National Conference. We estimate $1000 per person not incuding meals. I usually estimate approximately $500 for the remaining six or seven advisors to attend a regional or local conference.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

The small budget amount for 12 individuals serving about 3500 students does not allow for expensive professional development. Advisors are very generous and vested in their own development. They absorb a part of the cost of any professional development activity.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

The small budget from the Campus Advising Network (CAN) assists with funding the advisor coffees and the NACADA memberships of the Director and the CAN members. CAN also helps with funding, if there are other joint advising activities with the AAC. 

How does the program seek to distinguish itself from similar programs at other institutions?

The centalized model of the Academic Advising Center provides intrusive advising to all incoming freshmen until they have met the requirements of the departments. This model is being adapted by many institutions. In addition, the university requires mandatory advising at all levels. This is not a rule for most universities. This requirement  helps all students get the guidance they need to be successful.  The advisors must be knowledgeable about all the programs and majors that the universty offers. Prospective students, faculty, and students with questions about policy and academic requirements see the AAC as their first stop to getting their questions answered. The Center is also a resourse for training faculty on advising and university policies and procedures outside of their department requirements. Because of the knowledge needed and the activities that the Center participates in, the advisors have a slightly smaller advisor to advisee work load than large departments with only one academic advisor. Many departments have non-advising faculty to participate in university committees, open houses or other academic activities. Each advisor is a liaison to an academic department. Information flows more effectively back and forth between the Center and the department. Each advisor participates in Open House events and in check in at all transfer orientation days, including advisement. All advisors are here all summer to particippate in freshmen orientation. The director is the presenter on transfer orientation days and works with New Student Programs to give on-line orientation to students who are unable to come to campus. The Academic Advising Center advisors participate in more university committees, activities and programs than general freshman advisors do in most institutions, nationally.

Note any unique and/or essential contributions that the program makes to the university.

Departments request to meet with the AAC advisors to explain the requirements of the departments and the careers that can be obtained. Departments also understand that we are the first line to help students transition into college life a major and career choice. Once students are prepared academically and emotionally, they can be better mentored in their major departments. The AAC also prevents students from jumping from department to department because they are not sure about their career goals or which major would help them to get there. We work very closely with the Career Services department to ensure we understand the best majors for any particular career. When students are truly undecided about their career goal, we send them to the Career Services department to take the Focus 2 test. It is important to note that face-face advising is the model that many universities are doing. The data clearly shows that students respond better and transition to the institution when they have face-to face meetings with advisors and faculty. Many institutions are also starting a centralized advising unit with mandatory advising.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

Faculty/Deparment meetings for 2012-2013- Luncheon meeting eith Schoolof Business, Meeing with Dr. Joy Russell (Early childhood/Elementary/Middle School Education) Chairperson and advisors, Career Services, Office of Civil Service, FCS-Disney Internship Program,Office of Disability Sevices, Drs. Stephen Lucas and Rebecca Throneburg-Learning Goals and General Eduction, Special Education, Music, Psychology, Applied Engineering Technology.

Advisors on the following committees: CAA, COTE, Orientation Advisory, CAN, Reinstatement, Financial Aid Appeals, Financial Grants, Student Sucess Center Advisory, Coalition of Student Support Services, Trio Schoalrship, Pre-Health Advisory, Alcohol and other Drug Coalition,Africana American Studies, Veterans Advisory Board, Civility

Advisor had 4271 student in person contacts, 6430 emails, 5645 phone calls came into the AAC 

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

The AAC is an area where students feel comfortable to ask questions and get and correct information. The phone calls and student contacts are not always a student assigned to the Center. Often a student or faculty member are asking for assistance. Depending on the situation, the advisors help out the students even if the student is not assigned to the Center. Usually it is a former advisee. Other times it is a faculty member who needs a question answered. The director trained 34 advisors on how to communicate with their students and consequently fill out the SAP form (Satisfactory Academic Progress form. Some advisors multiple times.

Provide a link to or listing of the program’s goals and/or strategic plan.

Partnering with admissions and disability services to visit highschool open houses and fairs

Maintain students in the Academic Advising Center for 30 credits and 2.0. This should be at least a 2.5 GPA, for science majors and 15 credits with 2.5 for all other majors.

Continue to do outreach with the community, based on individual involvement with community activities

Continue to provide orientation and advisement (Elluminate) to students unable to attend scheduled sessions

Continue to provide training to faculty and staff when requested

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

The strategic plan is to help students be retained at Eastern. Through the advising model of Centralized advising for all freshmen, undeclared students and students not meeting requirements for their majors, we have a better opportunity of preparing students so that they will remain at Eastern. Mandatory advising is also an excellent strategy for retaining students. We will continue to assist departmental advisors to mentor their students and develop professional relationships.

In the next two or three years, what best practices, improvements in operations, or other opportunities to advance the university’s mission are likely to be implemented?

Partnering with admissions and disability services to visit highschool open houses and fairs

Increase students in the Academic Advising Center to 30 credits and at least a 2.5 GPA, for science majors and 15 credits with 2.5 for all other majors. This has to be discussed in more detail with advisors and departments.

Continue to do outreach with the community based on individual involvement with community activities.

Continue to provide in person orientation and advisement to all incoming students. In additiona, on-line or individual orientation (Elluminate) to students unable to attend scheduled orientations (This is not the most effective way to retain students).

Continue to provide training to faculty and staff when requested

Continue to be involved in the various committees on campus to be an advocates for students 

It would be beneficial to have discussions with Student Standards on penalties for freshmen conduct versus sophomore and upper level student conduct on specific issues.

If needed, provide supplemental comments to help the reader understand future opportunities for the program.

In order for our plan to be completely implemented, the AAC would need increased funds for traveling and marketing information and a partnership with Admissions. This is not to share in their responsibilities, but to assist them and ensure they have key academic information when they are on the road.  It would also be helpful to have discussions with Student Standards on freshmen penalties and procedures, if the deparment would be open to that. I know that is a sensitive area and it is not to disrupt the processes in place.